There is a relationship between socio-cultural factors, education, and the ways people understand human rights and responsibilities.
Inquiry:
Having rights means we have responsibilities.
Human rights and responsibilities are not the same around the world.
The relationship between socio-cultural factors and education affect human rights.
Objectives: Students will define vocabulary for unit words. Students will understand their own rights and what responsibilities will go along with them. Students will research through various websites for relationships in human rights. Students will identify areas of the world where human rights are violated. Students will individually investigate a particular right and where it affects people.
Summative Assessment:
There are two parts to this assessment. One will be in Art Class where they will create a mural describing rights, or lack of, that they have researched in various areas around the world. The in-class final assessment will be to write a short essay expressing their understanding of how socio-cultural factors, education, and the ways people understand human rights and responsibilities affect their way of life. They will then present their findings to their classmates when they read their essay out loud. speaking rubric.xlsx Summative Assessment Rubric.xlsx
Reflection: The idea of understanding Human Rights evolved into researching where Human Rights have been violated around the world. Students came to understand the statistics (the Nations online website below) told us that when the Freedom of Press was low (meaning people had a lot of freedom) then education was usually higher. And when Freedom of Press was high (meaning not much freedom) the education level of spending was very low. I did not, however, ask students to explain this phenomenon in their essay. Mrs. Franco helped students understand that there are 30 world-wide rights that are being violated in many places to which each child picked a place in the world where they found one of those rights being violated and reported on that information. The students were exceptionally excited to report their findings to their classmates and many of them got to read their essay to the third grade class.
Who We Are: Stand up for your rights!
Central Idea:
There is a relationship between socio-cultural factors, education, and the ways people understand human rights and responsibilities.
Inquiry:
Having rights means we have responsibilities.
Human rights and responsibilities are not the same around the world.
The relationship between socio-cultural factors and education affect human rights.
Objectives:
Students will define vocabulary for unit words.
Students will understand their own rights and what responsibilities will go along with them.
Students will research through various websites for relationships in human rights.
Students will identify areas of the world where human rights are violated.
Students will individually investigate a particular right and where it affects people.
Summative Assessment:
There are two parts to this assessment. One will be in Art Class where they will create a mural describing rights, or lack of, that they have researched in various areas around the world. The in-class final assessment will be to write a short essay expressing their understanding of how socio-cultural factors, education, and the ways people understand human rights and responsibilities affect their way of life. They will then present their findings to their classmates when they read their essay out loud.
speaking rubric.xlsx
Summative Assessment Rubric.xlsx
Reflection: The idea of understanding Human Rights evolved into researching where Human Rights have been violated around the world. Students came to understand the statistics (the Nations online website below) told us that when the Freedom of Press was low (meaning people had a lot of freedom) then education was usually higher. And when Freedom of Press was high (meaning not much freedom) the education level of spending was very low. I did not, however, ask students to explain this phenomenon in their essay. Mrs. Franco helped students understand that there are 30 world-wide rights that are being violated in many places to which each child picked a place in the world where they found one of those rights being violated and reported on that information. The students were exceptionally excited to report their findings to their classmates and many of them got to read their essay to the third grade class.
Websites:
http://www.nationsonline.org/oneworld/institutions_and_governance.htm
comparing freedom of press with education and rights
http://pbskids.org/wayback/civilrights/index.html
PBS (Public Broadcasting System) Student website for human rights
http://www.nationmaster.com/countries
Education Statistics
http://www.amnesty.org/
Amnesty International investigations into world wide human rights
http://artsiefartsy.wordpress.com/2011/04/01/where-children-sleep-by-james-morrison/
Children around the world and their bedrooms